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| Titel: |
Reconceptualising Structure and Agency in the Sociology of Education: structuration theory and schooling |
| Auteur: |
Shilling, Chris |
| Verschenen in: |
British journal of sociology of education |
| Paginering: | Jaargang 13 (1992) nr. 1 pagina's 69-87 |
| Jaar: |
1992 |
| Inhoud: |
Since the 1970s there has been considerable debate among sociologists of education about the macro-micro gap in educational analyses. However, educational research remains divided largely into the study of large-scale phenomena such as social systems and national policies on the one hand, and case-studies of individual schools and social interaction on the other. This split has had a number of unfortunate consequences for the development of the field. Most importantly, the dominant conceptions of structure and agency employed in the sociology of education are characterised by a dualism which makes it difficult to conceptualise adequately the processes involved in social change. In this paper, I briefly describe this structure-agency dualism before critically examining three attempts which have been made to address this problem. The ability of structuration theory to overcome this dualism is then examined, and I conclude by arguing that this approach offers an important new direction for the sociology of education. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 4 van 10 gevonden artikelen
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